
Sally Betteridge has dedicated 23 years to the field of education, beginning her journey with teacher training at Cambridge University, specialising in Primary and Middle school English She started her teaching career as an Upper Key Stage 2 teacher in Nottinghamshire, UK. After four years, Sally became a Lead Teacher for Primary English and Thinking through Philosophy, working across Nottinghamshire schools as a Teaching and Learning Coach and CPD leader for whole school staff. She later advanced to the role of Lead Teacher Consultant in Nottingham City, supporting primary schools to improve English teaching. In this role, she led CPD sessions, team-taught lessons, created planning materials, and developed whole-school curricula that resulted in excellent school improvement outcomes. Sally then transitioned to higher education, becoming an Assistant Professor of Primary Education at the University of Nottingham. There, she led the Teach First program and lectured on the School Direct courses. She co-wrote and led a new forward thinking Primary PGCE program at the university, awarded outstanding by OFSTED, and is now the lead Primary PGCE in the United Kingdom. She also lectured English across various programs. She also lectured on the international PGCE in the UAE.
Holding a master’s degree in Creativity, Arts, Literacies, and Learning from the University of Nottingham, Sally has contributed to research on creative curriculum change, Primary English, and thinking skills. She also participated in the Reading for Pleasure research project at the Open University. She is a trained practitioner for the BFI Institute, promoting the use of short films in primary teaching, She has taught and led English In Primary schools in the UAE for the last 5 years in 2 Emirates, Ras Al Khaimah and a Grade 4 teacher at North London Collegiate School. She has also lectured on the Primary PGCE at The University of Birmingham. In addition to her extensive background in primary education, Sally is passionate about mental health and well-being and a certified Youth Mental Health First Aider. She holds 2 certificates for the wellbeing Educator level 1 course and the advanced course. She is also a trained Reiki practitioner. Currently, Sally teaches the NPQ programs for Leading Teaching and Leading Literacy, continuing her commitment to improving education and supporting both students and educators.
This full-day training session provides a dynamic blend of research insights, practical strategies, and hands-on activities designed to enhance oracy and group work in the classroom. Participants will explore the latest research on the impact of oracy on learning and cognition, gaining a deeper understanding of why speaking and listening skills are fundamental to student success. Led by Sally, who has worked extensively with UK schools on school improvement through oracy, the session will offer: Engaging discussions on the role of oracy in learning and cognitive development. Practical strategies to develop oracy skills and foster meaningful student dialogue.
Interactive activities to experience and analyse effective group work in action. Tools to create a classroom culture where oracy thrives, motivating all learners.
DAY 1 |
8:45 |
Registration and refreshments |
9:00 |
Introductions
Brief overview of the day’s objectives
Why Oracy Matters
The link between oracy, cognition, and learning
Insights from recent research on oracy’s impact in the classroom
Group discussion: How is oracy currently used in your school?
Interactive activity: The power of structured talk |
10:30 |
Coffee break |
11:00 |
Developing Oracy Skills in the Classroom
Key components of effective oracy (physical, linguistic, cognitive, and social/emotional)
Practical strategies to embed oracy in daily teaching
Try-it-out activities to take back to the classroom |
13:00 |
Lunch break |
14:00 |
Oracy and Group Work in Action
The role of purposeful talk in group work
Designing effective group tasks to promote high-quality discussion
Practical workshop:
Experiencing and analysing different group work structures
Strategies for inclusion and engagement
Managing group dynamics Key takeaways and next steps |
15:30 |
End |